Zipin, L. & Nuttall, JG. (2016). Embodying pre-tense conditions for research among teacher educators in the Australian university sector: A Bourdieusian analysis of ethico-emotive suffering. Asia-Pacific Journal of Teacher Education,44(4), 348-363. United Kingdom: Routledge. Retrieved from https://doi.org/10.1080/1359866X.2016.1177164
Interviews conducted as part of the Work of Teacher Education (WoTE) project in Australia highlight emotional and ethical suffering embodied by teacher educators who find their research aspirations thwarted in the context of high-stakes research assessment exercises. We argue that government-run assessments, such as Excellence in Research for Australia, and localised institutional strategies developed in response, provoke “pre-tense” conditions that unsettle institutions of the Australian university sector regarding future claims for research status. Drawing on interviews with an early- and a mid-career teacher educator, both of whom evidence significant research aspirations, we portray and analyse their ethico-emotive sufferings, linked to contemporary pre-tense conditions in which they work, which thwart their dispositions to do research. We conclude by reflecting on the need for systemic response within the field of teacher education to ensure its research future, including an ethico-emotive politics that mobilises across generations of academics, with particular responsibilities for senior researchers.
Learning Sciences Institute Australia
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